Felician College is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self-knowledge, service to others, and respect for all creation.
School of Education
Mission Statement
The School of Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative spirit, encouraging self-reflection, and emphasizing life-long learning.
The School of Education strives to prepare teachers who:
Know and understand the New Jersey Professional Teaching Standards;
Value and are committed to the tenets of these standards; and
Actively engage in applying the intent of the Standards within their learning communities.
TEAC Claims
The faculty makes the following three claims about its graduates and shows how each aligns with the New Jersey Teaching Standards and TEAC’s Quality Principle1:
1. They have a foundation in the liberal arts; understand the central concepts, tools of inquiry, and structure of their subject area; and engage in life-long learning within their discipline(s).
2. They have acquired the pedagogical and technological skills to accommodate individual needs, differences in abilities, and learning styles of their students and engage in on-going mastery of the teaching/learning process.
3. Our graduates are caring, competent, compassionate and reflective educators who recognize and respect the dignity, diversity and abilities of all students.
Our Felician/Franciscan Core Values
Respect for Human Dignity: We believe that every person is created by God; therefore, we respect the dignity of every person, regardless of race, religion, or socioeconomic status. We must demonstrate a reverence for and commitment to promoting and protecting the dignity of persons at all times.
Compassion: We display an empathetic consciousness of “other” by demonstrating an appreciation of the needs and circumstances of those with whom we share our world. We recognize and affirm the good works and accomplishments of others, and provide caring support to those in need of our help.
Transformation: We embrace the transformative process that encourages an open mind and heart, leading to continuous improvement of the person and ministry.
Solidarity with the Poor: We labor and collaborate to ensure that the needs of the poor and vulnerable are met through advocacy and action.
Justice and Peace: We strive to forge right relationships…to recreate a sustainable environment through responsible use of the resources entrusted to us…to promote the common good…all in pursuit of peace.
Reverence: We demonstrate at all times an attitude of deep respect, love, awe, and esteem for people and the world in which we live as co-creations of the same Heavenly Father.
Diversity: We recognize and appreciate the variety of characteristics that make individuals unique, and foster an environment that promotes and celebrates both individual and collective achievement.
Service: We endeavor to offer unselfish service to others in a spirit of humility. This enables us to feel the happiness of connecting with our brothers and sisters and reminds us that God often allows us to be the answer to another’s prayer.
Joy: We possess an inherent joy, a gladness which is not dependent on our circumstances and our moods, nor our emotions or station in life. This joy is constant; it is from within us because we abide with God.
Course Description:
This course examines the foundations and fundamentals of inclusive educational programs and the challenges of their implementation within a collaborative environment. It also provides strategies for creating inclusive classrooms that support learning for all students and collaboration with colleagues.
Student Learning Outcomes:
At the completion of this course students will be able to:
1. Trace the history of special education and changing attitudes toward students with disabilities. (NJPTS 3,6,7 INTASC 1)
2. Describe assessment and measurement issues, methodologies and instruments affecting both the placement of, and programming for, exceptional children. (NJPTS 5,7 INTASC 8)
3. Explain the concept of least restrictive environment, mainstreaming, and inclusion and the current impact on the inclusion of students with disabilities in the General classroom. (NJPTS 6,7 INTASC 2,3,4,7)
4. Discuss program options for students with disabilities in the education system. (NJPTS 3,6 INTASC 1,2,37)
5. Discuss the legal aspects of the involvement of General educators in the IEP process and special education. (NJPTS 3, 4, 5, 6 INTASC 1)
6. Discuss a variety of instructional techniques, strategies, and content modifications frequently used with students who have disabilities and are placed in the general education classroom. (NJPTS 3,4,6, INTASC 1,2,3,4,5,7,9)
7. Discuss specific guidelines within the New Jersey Administrative Code. (NJPTS 3,6,7 INTASC 1)
8. Develop and discuss professional behavior and ethical practices. (NJPTS 3,10 INTASC 6,9,10)
9. Describe how collaboration impacts educational programming for students with disabilities. (NJPTS 9, 10 INTASC 6,8,9,10)
10. Identify curriculum approaches that promote inclusion of students in General education settings demonstrate knowledge of roles and perspectives of team members. (NJPTS 3,4,6,7 INTASC 2,3,4,7)
11. Enhancing collaboration and team functions with parents, educators, related service providers, and other agencies. (NJPTS 8, 9 INTASC 6,8,9,10)
12. Compare and contrast various team approaches and the trend toward collaboration and consultation. (NJPTS 7, 8, 9, 10 INTASC 1,2,3,5,6,7)
13. Identify parent and other stakeholders’ perspectives on inclusion, team approaches, and how to promote effective collaboration. (NJPTS 8,9,10 INTASC 6,8,9,10)
14. Describe general methods of classroom management to include environmental strategies, behavioral interventions, and issues related to organization of time, instruction, technology, and materials. (NJPTS 3,6,7 INTASC 1,2,3,4,5)
Course Content:
Foundation for Educating Students with Special Needs
Historical Overview
Current Inclusive Practices
Special Education Procedures and Services
The IEP
Building Relationships through Collaboration
Basics of Collaboration
Assessing Student Needs
Curriculum Based Assessments
Planning Instruction by Analyzing Classroom and Student Needs
INCLUDE Strategy
Organize the Inclusive classroom
Accommodations for Autistic Students
Students with Low Incidence Disabilities
Students with High Incidence Disabilities
Students with Special Needs other than Disabilities
Students protected by Section 504
Culturally Diverse
Differentiating Instruction
Teach Independent Learning Strategies in class
Evaluating Student Learning
Test Accommodations
Report Card Grading for Special Students
Performance Based Assessment
Positive Behavioral Interventions and Supports
Promote positive social interactions among all students
Develop and support Peer Tutoring
Use Cooperative Learning Strategies
Improve Social Skills
Course Requirements:
1. Participation, preparation and involvement in all discussions and instructional activities.
Students will be assigned a chapter to present in class. The presentations should include a brief overview of the chapter highlighting important details.
Due Date: Ongoing
2. Mid Term-Research Paper Identify one current area that impacts the inclusion of students in the general education class. This is not restricted to Special Education students however that is the main thrust of the course. Write a 5-8 page research paper developing the major components of the topic describing why it is important, the history of the topic, research conducted on the topic and list concluding recommendations for the successful integration of students in the general education class. Discussions regarding this paper will occur during class.
Read, review and cite articles and literature from current journals to address and/or support their concern(s) while discussing your thoughts and beliefs. Remember to type your paper and use APA format while citing the literature. YOU CAN NOT USE INTERNET SOURCES/SITES (i.e., the results of search engines for specific topics) for your literature review. You can, however, utilize online journal sites. Points will be deducted if internet sources are used. (Exceptions may be made at the instructor’s discretion).
Due Date:
3. Interview - a special or general education teacher that is involved in inclusionary activities. Discuss in confidence meeting the instructional needs of these students and how they feel about being in an inclusionary setting. What are some of the strengths and some of the weaknesses of the inclusion setting.
Use research from journals and books to back up what you have found. You CAN NOT USE INTERNET SOURCES/SITES (i.e., the results of search engines for specific topics) for your literature review. You can, however, utilize online journal sites. Points will be deducted if Internet sources are used. (Exceptions may be made at the instructor’s discretion.)
Mini discussions regarding this interview will occur during scheduled classes.
Due Date:
4. Movie/Book Review – Choose a book or movie which deals with a child or adolescent who has not been included. Write a written report and prepare an oral presentation. Incorporate the movie or book into a part of your oral presentation. Make sure to succinctly describe the situation for the audience.
Due Date:
5. Final Project – Your principal has told you that in 4 weeks you are going to have a child in your general education classroom with a disability. (You can use an actual child {with appropriate confidentiality}, or you can create a fictitious situation.
Since you will soon be a co-teacher, you need to show:
• What considerations should be made before the child arrives?
• What would you like to know about the child?
• Who would you want to talk with (or collaborate with - if this includes related services, indicate how you would like them to work with you [what services would they provide, how often, what sort of service delivery, etc.]).
• What accommodations (physical/social/etc.) would you need to make (if any) to meet IFSP or IEP goals?
• Would the classroom environment change?
• Would you alter your teaching (curriculum and/or teaching style)? If you would, why? If you wouldn't, why not?
• How will you handle communication among team members?
• How will you identify problems that need to be addressed in adapting an entire curriculum? What student factors will you consider? teacher factors? time factors?
• What types of adaptations do you need?
• What would you like to know about the child/ren? How do you involve the other children?
• What activities will you create?
• What behavior management system will you use?
You can present this with actual models, diagrams and charts, a PowerPoint presentation and actual classroom activities. More information will be discussed in class.
Due Date:
Course Evaluation:
A variety of techniques and strategies will be used to evaluate student learning and mastery of relevant concepts. Reading assignments will form the basis for classroom discussion. Active participation will be used as a means to assess completion of this task. In addition to active participation, students will also have various assignments. The lectures focus on selected concepts from the readings. Although we do not discuss all of the components of each chapter in class, each student is responsible for understanding all of the major concepts in each chapter. Therefore, test items can be derived from readings and lectures.
Evaluation Criteria for Active Participation
Professor’s assessment will be based on the following:
You will be asked to respond to questions
You will participate in large and small group discussions
You will share professional experiences that are germane to class topic discussions
You will initiate questions and concerns about mastery of class assignments and discussions
You will engage in dialogues with other students as part of class project presentations
You will be expected to submit all required assignments on time
Grades will be affected by late submissions
All written materials needs to be word-processed or submitted in typed format
Final Grade:
Participation, preparation, involvement in all class and TSD discussions 15%
Interview-posted online 15%
Research Paper 20%
Movie/Book Review OR
Technology Lesson Plan 15%
Final Project 20%
Mid-Term/Final 15%
Grading scale:
A 95 – 100 C- 70 - 72
A- 90 – 94 D 65 - 69
B+87 – 89 F Below 65
B 83 – 86 AF Below 65 – Attendance Failure
B- 80 – 82
C+77 – 79 WD Withdrawn
C 73 – 76 INC Incomplete grade
Grade Appeals: Please refer to the Felician College Student Handbook for grade appeal procedures, as well as the Honor Code Policy.
Required Text:
Friend, M., & Bursuck, W. (2014). Including Students with Special Needs: A Practical Guide for Classroom Teachers (7th ed.). Boston: Allyn & Bacon.
Suggested Text:
Pedersen, J. (2013). The Rise of the Millennial Parents: Parenting Yesterday and Today. J. R & L Publishing.
We will be using the following educational legal codes. (All information can be obtained on-line.)
a. New Jersey Administrative Code Title 6A Chapter 14 Special Education Current regulations of the Department of Special Education
b. New Jersey Core Curriculum Content Standards
Course Format:
Students will meet for a variety of experiences including discussion, lecture, and active participation. Varied issues will be covered as indicating by the attached calendar of events. Students will be expected to prepare themselves for class so that they can actively participate and thereby benefit fully from the experience.
Attendance:
Students are expected to attend all classes regularly and to be on time as an indication of professionalism and commitment to the field of education. Students who expect to be absent are expected to notify the instructor in advance and must make up the work and assignments missed. It is your responsibility to find out what occurred in class and to make up any assignments. Exchange phone numbers with someone in class so you can obtain missed assignments. Excessive absence will result in a lowered grade for the course. (Exceptions may be made at the instructor’s discretion.)
Honor Code:
Students are expected to comply with the tenets of the Felician College Honor Code and the college policies described in the Felician College Student Handbook and Catalogue.
All members of Felician College are charged with the responsibility of upholding academic integrity. This is of particular importance to education majors, as you will be holding the same expectations of your students in the near future.
Plagiarism:
Please note that plagiarism will not be tolerated. Any student who violates this policy will be notified in writing and immediately referred to the Honors Council.
Electronic Communication Devices:
No cell phones, or any other electronic communication devices are permitted to ring during class time. TEXTING DURING CLASS IS NOT PERMITTED. Put devices on “mute” and should you need to respond immediately, kindly do so in the hallway.
Calendar of Events:
This is a “Tentative Calendar of Events” this is subject to change and it is the responsibility of the student to attend class to be aware of all changes. Additional assignments may be added.
Class Topic Assignment Due
1 Introduction and Course Overview
Foundations for Educating Students with Special Needs Read Chapters 1
2 Foundations for Educating
Special Education Procedures Building Partnerships Read Chapter 2
New Jersey Administrative Code
Read Chapter 3
3 Assessing Student Needs/Classroom Needs
Planning Instruction Read Chapter 4
Read Chapter 5
Research Paper
4 Low Incidence
High Incidence Read Chapter 6
Read Chapter 7
Interview
5 Mid Term Project
Special Needs other than Disabilities Research Paper
Discussion
Read Chapter 8
6 Special Needs other than Disabilities Read Chapter 8
7 Differentiating Instruction Read Chapter 9
8 Evaluating Student Learning Read Chapter 11
Movie/ Book Review
Technology Lesson
9 Responding to Student Behavior Read Chapter 12
10 Final Project Presentations
Final Exam Final Project
Presentations
Please Note: Special Student Needs or Handicap Conditions:
Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor so that appropriate accommodations can be arranged. If you have a handicap (vision, hearing, etc.) or require other special consideration, please consult with the instructor. In some cases, college resources can be made available to assist you.
1. Presentation Rubric
CATEGORY 1 2 3 4
Preparedness Student does not seem at all prepared to present. There are minimal materials for display. The student is somewhat prepared, but it is clear that rehearsal was lacking. Materials for display are present but limited. Student seems adequately prepared but might have needed a couple more rehearsals. Materials for display are evident. Student is completely prepared and has obviously rehearsed. Materials for display are engaging and precise.
Content Does not seem to understand the topic very well. There is some information to support the points being made. Shows a good understanding of parts of the topic. The body of information supports the presentation. Shows a good understanding of the topic. The body of information is current and organized. Shows a full understanding of the topic. The body of information is current and substantive.
Stays on Topic It was hard to tell what the topic was. Stays on topic some (89%-75%) of the time. Stays on topic most (99-90%) of the time. Stays on topic all (100%) of the time.
Enthusiasm Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.
2. THREADED SCHOLARLY DISCOURSE RUBRIC
Quality participation in Threaded Scholarly Discourse, (TSD), enhances scholarship and distinguishes the virtual classroom from a correspondence course. Students are responsible for participating as required until the close of the assignment. Except where noted a Threaded Scholarly Discourse is worth 0 to 25 points based on the following rubrics. Postings after due dates will automatically drop 8 points each day from the due date
1 Point Each 2 Points Each 3 Points Each 4 Points Each 5 Points Each
Introduction Initial posting is cursory lacks focus or does not assignment directives Initial posting is adequate Initial posting is good and promotes engagement Initial posting is very good and promotes engagement Initial posting is excellent, focused, and promotes further exploration and discussion
Responses Unclear reasoning and analysis Some inaccuracies or flaws in analysis or reasoning during the TSD Good reasoning, and analysis throughout the TSD Very good reasoning and analysis throughout the TSD Excellent reasoning and analysis throughout the TSD
Support Ideas consist primarily of personal opinions and are not related to topic and lack scholarly quality Sources do not support ideas or are not correctly cited in text and/or reference Ideas are supported by non-scholarly sources though cited correctly in both text and reference list Ideas are supported by assigned readings which are cited correctly in both text and reference list Ideas are supported by at least one scholarly source including assigned reading. APA guidelines are strictly followed
Interaction
Quality of responses to others is irrelevant and/or curt. Does not meet requirement Quality of responses to others is simplistic but respectful. Does not meet requirement Quality of responses to others is adequate and respectful and meets requirement Quality of responses to others is very good, meaningful, respectful, and meets requirement Quality of responses to others is excellent, meaningful, and respectful and exceeds the minimum requirement
Style Postings are difficult to read with poor grammar and/or spelling Postings are disorganized with poor grammar or spelling Postings are organized but contain errors in grammar or spelling Postings offer very good organization and have few grammatical or spelling errors Postings have a real sense of style, are excellently organized, and have no grammar or spelling errors
Research Paper One page Outline
Please submit a one page outline of your proposed topic, include the relevance of the specific area of education you are researching and why this is important, history of the topic, areas you will explore either for or against, applicability in today’s educational system and lastly any insight the reader will gain from reading your paper. In addition, please supply 5 references you will use as the foundation for your paper.
Example
Topic: Inclusion of low incidence disabled students in full day general education programs using consultant teacher services for part or whole day support.
Relevance:
1. State and federal mandates restricting placements in special classes, separate schools and private schools where there is little or no interaction with same age general education peers.
2. Current Court decisions impacting LRE placements
3. National/ state reports of increased passing rates of disabled students in general education classes with in class support
History:
1. IDEA 1975, 1996 and 2004 specifications for LRE
2. Court decisions –Brown v. Board of Education of Topeka Kansas and the protection of specific classes of individuals such as disabled children
3. Federal and State directives through the Special Education department and policy papers
4. Current research on student’s performance in inclusive settings successful and unsuccessful applications
Insight:
The reader will have a better understanding of inclusion as a concept, its applicability and best practice that leads to improved performance.
References:
Five references
4. RESEARCH PAPER RUBIC
Student's Name:
Purpose and Focus
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• Establishes and maintains clear purpose and focus;
• Evidence of distinctive voice and/or appropriate tone
Comments:
Development of Ideas
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• Depth and complexity of ideas supported by rich, engaging and/or pertinent details;
• Evidence analysis, reflection and insight
Comments:
References
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• Use of references indicate substantial research
Comments:
Organization
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• Careful and/or suitable organization
Comments:
Sentence Structure
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• Variety of sentence structure and length
Comments:
Language
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• Precise and/or rich language
Comments:
Grammar and Formatting
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• No errors in grammar or format
Comments:
References & Citations
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• All citations and references followed correct APA format.
Comments:
Felician College
Lodi, New Jersey
Rutherford Campus
Course Syllabus
ED 625 MS – Collaborative Teaching in the Inclusive Classroom (3 Credits)
Felician College is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self-knowledge, service to others, and respect for all creation.
School of Education
Mission Statement
The School of Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative spirit, encouraging self-reflection, and emphasizing life-long learning.
The School of Education strives to prepare teachers who:
Know and understand the New Jersey Professional Teaching Standards;
Value and are committed to the tenets of these standards; and
Actively engage in applying the intent of the Standards within their learning communities.
TEAC Claims
The faculty makes the following three claims about its graduates and shows how each aligns with the New Jersey Teaching Standards and TEAC’s Quality Principle1:
1. They have a foundation in the liberal arts; understand the central concepts, tools of inquiry, and structure of their subject area; and engage in life-long learning within their discipline(s).
2. They have acquired the pedagogical and technological skills to accommodate individual needs, differences in abilities, and learning styles of their students and engage in on-going mastery of the teaching/learning process.
3. Our graduates are caring, competent, compassionate and reflective educators who recognize and respect the dignity, diversity and abilities of all students.
Our Felician/Franciscan Core Values
Respect for Human Dignity: We believe that every person is created by God; therefore, we respect the dignity of every person, regardless of race, religion, or socioeconomic status. We must demonstrate a reverence for and commitment to promoting and protecting the dignity of persons at all times. Compassion: We display an empathetic consciousness of “other” by demonstrating an appreciation of the needs and circumstances of those with whom we share our world. We recognize and affirm the good works and accomplishments of others, and provide caring support to those in need of our help.
Transformation: We embrace the transformative process that encourages an open mind and heart, leading to continuous improvement of the person and ministry.
Solidarity with the Poor: We labor and collaborate to ensure that the needs of the poor and vulnerable are met through advocacy and action.
Justice and Peace: We strive to forge right relationships…to recreate a sustainable environment through responsible use of the resources entrusted to us…to promote the common good…all in pursuit of peace.
Reverence: We demonstrate at all times an attitude of deep respect, love, awe, and esteem for people and the world in which we live as co-creations of the same Heavenly Father.
Diversity: We recognize and appreciate the variety of characteristics that make individuals unique, and foster an environment that promotes and celebrates both individual and collective achievement.
Service: We endeavor to offer unselfish service to others in a spirit of humility. This enables us to feel the happiness of connecting with our brothers and sisters and reminds us that God often allows us to be the answer to another’s prayer.
Joy: We possess an inherent joy, a gladness which is not dependent on our circumstances and our moods, nor our emotions or station in life. This joy is constant; it is from within us because we abide with God.
Course Description:
This course examines the foundations and fundamentals of inclusive educational programs and the challenges of their implementation within a collaborative environment. It also provides strategies for creating inclusive classrooms that support learning for all students and collaboration with colleagues.
Student Learning Outcomes: At the completion of this course students will be able to:
1. Trace the history of special education and changing attitudes toward students with disabilities. (NJPTS 3,6,7 INTASC 1)
2. Describe assessment and measurement issues, methodologies and instruments affecting both the placement of, and programming for, exceptional children. (NJPTS 5,7 INTASC 8)
3. Explain the concept of least restrictive environment, mainstreaming, and inclusion and the current impact on the inclusion of students with disabilities in the General classroom. (NJPTS 6,7 INTASC 2,3,4,7)
4. Discuss program options for students with disabilities in the education system. (NJPTS 3,6 INTASC 1,2,37)
5. Discuss the legal aspects of the involvement of General educators in the IEP process and special education. (NJPTS 3, 4, 5, 6 INTASC 1)
6. Discuss a variety of instructional techniques, strategies, and content modifications frequently used with students who have disabilities and are placed in the general education classroom. (NJPTS 3,4,6, INTASC 1,2,3,4,5,7,9)
7. Discuss specific guidelines within the New Jersey Administrative Code. (NJPTS 3,6,7 INTASC 1)
8. Develop and discuss professional behavior and ethical practices. (NJPTS 3,10 INTASC 6,9,10)
9. Describe how collaboration impacts educational programming for students with disabilities. (NJPTS 9, 10 INTASC 6,8,9,10)
10. Identify curriculum approaches that promote inclusion of students in General education settings demonstrate knowledge of roles and perspectives of team members. (NJPTS 3,4,6,7 INTASC 2,3,4,7)
11. Enhancing collaboration and team functions with parents, educators, related service providers, and other agencies. (NJPTS 8, 9 INTASC 6,8,9,10)
12. Compare and contrast various team approaches and the trend toward collaboration and consultation. (NJPTS 7, 8, 9, 10 INTASC 1,2,3,5,6,7)
13. Identify parent and other stakeholders’ perspectives on inclusion, team approaches, and how to promote effective collaboration. (NJPTS 8,9,10 INTASC 6,8,9,10)
14. Describe general methods of classroom management to include environmental strategies, behavioral interventions, and issues related to organization of time, instruction, technology, and materials. (NJPTS 3,6,7 INTASC 1,2,3,4,5)
Course Content:
Foundation for Educating Students with Special Needs
Historical Overview
Current Inclusive Practices
Special Education Procedures and Services
The IEP
Building Relationships through Collaboration
Basics of Collaboration
Assessing Student Needs
Curriculum Based Assessments
Planning Instruction by Analyzing Classroom and Student Needs
INCLUDE Strategy
Organize the Inclusive classroom
Accommodations for Autistic Students
Students with Low Incidence Disabilities
Students with High Incidence Disabilities
Students with Special Needs other than Disabilities
Students protected by Section 504
Culturally Diverse
Differentiating Instruction
Teach Independent Learning Strategies in class
Evaluating Student Learning
Test Accommodations
Report Card Grading for Special Students
Performance Based Assessment
Positive Behavioral Interventions and Supports
Promote positive social interactions among all students
Develop and support Peer Tutoring
Use Cooperative Learning Strategies
Improve Social Skills
Course Requirements:
Participation, preparationandinvolvement in all discussions and instructional activities.
Students will be assigned a chapter to present in class. The presentations should include a brief overview of the chapter highlighting important details. Due Date: Ongoing
2.Mid Term-Research Paper Identify one current area that impacts the inclusion of students in the general education class. This is not restricted to Special Education students however that is the main thrust of the course. Write a 5-8 page research paper developing the major components of the topic describing why it is important, the history of the topic, research conducted on the topic and list concluding recommendations for the successful integration of students in the general education class. Discussions regarding this paper will occur during class.
Read, review and cite articles and literature from current journals to address and/or support their concern(s) while discussing your thoughts and beliefs. Remember to type your paper and use APA format while citing the literature. YOU CAN NOT USE INTERNET SOURCES/SITES (i.e., the results of search engines for specific topics) for your literature review. You can, however, utilize online journal sites. Points will be deducted if internet sources are used. (Exceptions may be made at the instructor’s discretion). Due Date:
Interview - a special or general education teacher that is involved in inclusionary activities. Discuss in confidence meeting the instructional needs of these students and how they feel about being in an inclusionary setting. What are some of the strengths and some of the weaknesses of the inclusion setting.
Use research from journals and books to back up what you have found. You CAN NOT USE INTERNET SOURCES/SITES (i.e., the results of search engines for specific topics) for your literature review. You can, however, utilize online journal sites. Points will be deducted if Internet sources are used. (Exceptions may be made at the instructor’s discretion.) Mini discussions regarding this interview will occur during scheduled classes. Due Date:
Movie/Book Review – Choose a book or movie which deals with a child or adolescent who has not been included. Write a written report and prepare an oral presentation. Incorporate the movie or book into a part of your oral presentation. Make sure to succinctly describe the situation for the audience.
Due Date:
5.Final Project –Your principal has told you that in 4 weeks you are going to have a child in your general education classroom with a disability. (You can use an actual child {with appropriate confidentiality}, or you can create a fictitious situation.
Since you will soon be a co-teacher, you need to show:
What considerations should be made before the child arrives?
What would you like to know about the child?
Who would you want to talk with (or collaborate with - if this includes related services, indicate how you would like them to work with you [what services would they provide, how often, what sort of service delivery, etc.]).
What accommodations (physical/social/etc.) would you need to make (if any) to meet IFSP or IEP goals?
Would the classroom environment change?
Would you alter your teaching (curriculum and/or teaching style)? If you would, why? If you wouldn't, why not?
How will you handle communication among team members?
How will you identify problems that need to be addressed in adapting an entire curriculum? What student factors will you consider? teacher factors? time factors?
What types of adaptations do you need?
What would you like to know about the child/ren? How do you involve the other children?
What activities will you create?
What behavior management system will you use?
You can present this with actual models, diagrams and charts, a PowerPoint presentation and actual classroom activities. More information will be discussed in class. Due Date:
Course Evaluation: A variety of techniques and strategies will be used to evaluate student learning and mastery of relevant concepts. Reading assignments will form the basis for classroom discussion. Active participation will be used as a means to assess completion of this task. In addition to active participation, students will also have various assignments. The lectures focus on selected concepts from the readings. Although we do not discuss all of the components of each chapter in class, each student is responsible for understanding all of the major concepts in each chapter. Therefore, test items can be derived from readings and lectures.
Evaluation Criteria for Active Participation
Professor’s assessment will be based on the following: üYou will be asked to respond to questions üYou will participate in large and small group discussions üYou will share professional experiences that are germane to class topic discussions üYou will initiate questions and concerns about mastery of class assignments and discussions üYou will engage in dialogues with other students as part of class project presentations üYou will be expected to submit all required assignments on time üGrades will be affected by late submissions üAll written materials needs to be word-processed or submitted in typed format
Final Grade:
Participation, preparation, involvement in all class and TSD discussions 15%
Interview-posted online 15%
Research Paper 20%
Movie/Book Review OR
Technology Lesson Plan 15%
Final Project 20%
Mid-Term/Final 15% Grading scale:
A 95 – 100 C- 70 - 72
A- 90 – 94 D 65 - 69
B+87 – 89 F Below 65
B 83 – 86 AF Below 65 – Attendance Failure
B- 80 – 82
C+77 – 79 WD Withdrawn
C 73 – 76 INC Incomplete grade Grade Appeals: Please refer to the Felician College Student Handbook for grade appeal procedures, as well as the Honor Code Policy.
Required Text:
Friend, M., & Bursuck, W. (2014). Including Students with Special Needs: A Practical Guide for Classroom Teachers (7th ed.). Boston: Allyn & Bacon.
Suggested Text:
Pedersen, J. (2013). The Rise of the Millennial Parents: Parenting Yesterday and Today. J. R & L Publishing.
We will be using the following educational legal codes. (All information can be obtained on-line.)
a. New Jersey Administrative Code Title 6A Chapter 14 Special Education Current regulations of the Department of Special Education
New Jersey Core Curriculum Content Standards
Course Format: Students will meet for a variety of experiences including discussion, lecture, and active participation. Varied issues will be covered as indicating by the attached calendar of events. Students will be expected to prepare themselves for class so that they can actively participate and thereby benefit fully from the experience. Attendance: Students are expected to attend all classes regularly and to be on time as an indication of professionalism and commitment to the field of education. Students who expect to be absent are expected to notify the instructor in advance and must make up the work and assignments missed. It is your responsibility to find out what occurred in class and to make up any assignments. Exchange phone numbers with someone in class so you can obtain missed assignments. Excessive absence will result in a lowered grade for the course. (Exceptions may be made at the instructor’s discretion.)
Honor Code: Students are expected to comply with the tenets of the Felician College Honor Code and the college policies described in the Felician College Student Handbook and Catalogue.
All members of Felician College are charged with the responsibility of upholding academic integrity. This is of particular importance to education majors, as you will be holding the same expectations of your students in the near future.
Plagiarism: Please note that plagiarism will not be tolerated. Any student who violates this policy will be notified in writing and immediately referred to the Honors Council.
Electronic Communication Devices: No cell phones, or any other electronic communication devices are permitted to ring during class time. TEXTING DURING CLASS IS NOT PERMITTED. Put devices on “mute” and should you need to respond immediately, kindly do so in the hallway.
Calendar of Events:
This is a “Tentative Calendar of Events” this is subject to change and it is the responsibility of the student to attend class to be aware of all changes. Additional assignments may be added.
Class
Topic
Assignment Due
1
Introduction and Course Overview Foundations for Educating Students with Special Needs
Read Chapters 1
2
Foundations for Educating Special Education Procedures Building Partnerships
Read Chapter 2 New Jersey Administrative Code Read Chapter 3
Mid Term Project Special Needs other than Disabilities
Research Paper Discussion Read Chapter 8
6
Special Needs other than Disabilities
Read Chapter 8
7
Differentiating Instruction
Read Chapter 9
8
Evaluating Student Learning
Read Chapter 11 Movie/ Book Review Technology Lesson
9
Responding to Student Behavior
Read Chapter 12
10
Final Project Presentations Final Exam
Final Project Presentations
Please Note: Special Student Needs or Handicap Conditions:
Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor so that appropriate accommodations can be arranged. If you have a handicap (vision, hearing, etc.) or require other special consideration, please consult with the instructor. In some cases, college resources can be made available to assist you.
1. Presentation Rubric
CATEGORY
1
2
3
4
Preparedness
Student does not seem at all prepared to present. There are minimal materials for display.
The student is somewhat prepared, but it is clear that rehearsal was lacking. Materials for display are present but limited.
Student seems adequately prepared but might have needed a couple more rehearsals. Materials for display are evident.
Student is completely prepared and has obviously rehearsed. Materials for display are engaging and precise.
Content
Does not seem to understand the topic very well. There is some information to support the points being made.
Shows a good understanding of parts of the topic. The body of information supports the presentation.
Shows a good understanding of the topic. The body of information is current and organized.
Shows a full understanding of the topic. The body of information is current and substantive.
Stays on Topic
It was hard to tell what the topic was.
Stays on topic some (89%-75%) of the time.
Stays on topic most (99-90%) of the time.
Stays on topic all (100%) of the time.
Enthusiasm
Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.
Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.
Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.
2.THREADED SCHOLARLY DISCOURSE RUBRIC
Quality participation in Threaded Scholarly Discourse, (TSD), enhances scholarship and distinguishes the virtual classroom from a correspondence course. Students are responsible for participating as required until the close of the assignment. Except where noted a Threaded Scholarly Discourse is worth 0 to 25 points based on the following rubrics. Postings after due dates will automatically drop 8 points each day from the due date || || 1 Point Each
2 Points Each
3 Points Each
4 Points Each
5 Points Each
Introduction
Initial posting is cursory lacks focus or does not assignment directives
Initial posting is adequate
Initial posting is good and promotes engagement
Initial posting is very good and promotes engagement
Initial posting is excellent, focused, and promotes further exploration and discussion
Responses
Unclear reasoning and analysis
Some inaccuracies or flaws in analysis or reasoning during the TSD
Good reasoning, and analysis throughout the TSD
Very good reasoning and analysis throughout the TSD
Excellent reasoning and analysis throughout the TSD
Support
Ideas consist primarily of personal opinions and are not related to topic and lack scholarly quality
Sources do not support ideas or are not correctly cited in text and/or reference
Ideas are supported by non-scholarly sources though cited correctly in both text and reference list
Ideas are supported by assigned readings which are cited correctly in both text and reference list
Ideas are supported by at least one scholarly source including assigned reading. APA guidelines are strictly followed
|| Interaction
Quality of responses to others is irrelevant and/or curt. Does not meet requirement
Quality of responses to others is simplistic but respectful. Does not meet requirement
Quality of responses to others is adequate and respectful and meets requirement
Quality of responses to others is very good, meaningful, respectful, and meets requirement
Quality of responses to others is excellent, meaningful, and respectful and exceeds the minimum requirement
Style
Postings are difficult to read with poor grammar and/or spelling
Postings are disorganized with poor grammar or spelling
Postings are organized but contain errors in grammar or spelling
Postings offer very good organization and have few grammatical or spelling errors
Postings have a real sense of style, are excellently organized, and have no grammar or spelling errors
Research Paper One page Outline
Please submit a one page outline of your proposed topic, include the relevance of the specific area of education you are researching and why this is important, history of the topic, areas you will explore either for or against, applicability in today’s educational system and lastly any insight the reader will gain from reading your paper. In addition, please supply 5 references you will use as the foundation for your paper. Example Topic: Inclusion of low incidence disabled students in full day general education programs using consultant teacher services for part or whole day support. Relevance:
1. State and federal mandates restricting placements in special classes, separate schools and private schools where there is little or no interaction with same age general education peers.
2. Current Court decisions impacting LRE placements
3. National/ state reports of increased passing rates of disabled students in general education classes with in class support
History:
1. IDEA 1975, 1996 and 2004 specifications for LRE
2. Court decisions –Brown v. Board of Education of Topeka Kansas and the protection of specific classes of individuals such as disabled children
3. Federal and State directives through the Special Education department and policy papers
4. Current research on student’s performance in inclusive settings successful and unsuccessful applications
Insight:
The reader will have a better understanding of inclusion as a concept, its applicability and best practice that leads to improved performance. References:
Five references
4. RESEARCH PAPER RUBIC
Student's Name:
Purpose and Focus
Does Not Meet Expectations 1 -2
Meets Expectations 3
Exceeds Expectations 4
Overall:
Establishes and maintains clear purpose and focus;
Evidence of distinctive voice and/or appropriate tone
Comments:
Development of Ideas
Does Not Meet Expectations 1 -2
Meets Expectations 3
Exceeds Expectations 4
Overall:
Depth and complexity of ideas supported by rich, engaging and/or pertinent details;
Evidence analysis, reflection and insight
Comments:
References
Does Not Meet Expectations 1 -2
Meets Expectations 3
Exceeds Expectations 4
Overall:
Use of references indicate substantial research
Comments:
Organization
Does Not Meet Expectations 1 -2
Meets Expectations 3
Exceeds Expectations 4
Overall:
Careful and/or suitable organization
Comments:
Sentence Structure
Does Not Meet Expectations 1 -2
Meets Expectations 3
Exceeds Expectations 4
Overall:
Variety of sentence structure and length
Comments:
Language
Does Not Meet Expectations 1 -2
Meets Expectations 3
Exceeds Expectations 4
Overall:
Precise and/or rich language
Comments:
Grammar and Formatting
Does Not Meet Expectations 1 -2
Meets Expectations 3
Exceeds Expectations 4
Overall:
No errors in grammar or format
Comments:
References & Citations
Does Not Meet Expectations 1 -2
Meets Expectations 3
Exceeds Expectations 4
Overall:
All citations and references followed correct APA format.
Felician College
Lodi, New Jersey
Rutherford Campus
Course Syllabus
ED 625 MS – Collaborative Teaching in the Inclusive Classroom (3 Credits)
Semester: Summer II 2017 Professor: Dr. James M. Pedersen
Day/Time/: Tu, Th 5:00-8:45 Room: Obal Hall, Room 308
Office Phone: 732-713-4508 Email: jamesmpedersen1@gmail.com
Office Hours: By appointment only
Site: http://felician-specialeducation.wikispaces.com/
College Mission
Felician College is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self-knowledge, service to others, and respect for all creation.
School of Education
Mission Statement
The School of Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative spirit, encouraging self-reflection, and emphasizing life-long learning.
The School of Education strives to prepare teachers who:
Know and understand the New Jersey Professional Teaching Standards;
Value and are committed to the tenets of these standards; and
Actively engage in applying the intent of the Standards within their learning communities.
TEAC Claims
The faculty makes the following three claims about its graduates and shows how each aligns with the New Jersey Teaching Standards and TEAC’s Quality Principle1:
1. They have a foundation in the liberal arts; understand the central concepts, tools of inquiry, and structure of their subject area; and engage in life-long learning within their discipline(s).
2. They have acquired the pedagogical and technological skills to accommodate individual needs, differences in abilities, and learning styles of their students and engage in on-going mastery of the teaching/learning process.
3. Our graduates are caring, competent, compassionate and reflective educators who recognize and respect the dignity, diversity and abilities of all students.
Our Felician/Franciscan Core Values
Respect for Human Dignity: We believe that every person is created by God; therefore, we respect the dignity of every person, regardless of race, religion, or socioeconomic status. We must demonstrate a reverence for and commitment to promoting and protecting the dignity of persons at all times.
Compassion: We display an empathetic consciousness of “other” by demonstrating an appreciation of the needs and circumstances of those with whom we share our world. We recognize and affirm the good works and accomplishments of others, and provide caring support to those in need of our help.
Transformation: We embrace the transformative process that encourages an open mind and heart, leading to continuous improvement of the person and ministry.
Solidarity with the Poor: We labor and collaborate to ensure that the needs of the poor and vulnerable are met through advocacy and action.
Justice and Peace: We strive to forge right relationships…to recreate a sustainable environment through responsible use of the resources entrusted to us…to promote the common good…all in pursuit of peace.
Reverence: We demonstrate at all times an attitude of deep respect, love, awe, and esteem for people and the world in which we live as co-creations of the same Heavenly Father.
Diversity: We recognize and appreciate the variety of characteristics that make individuals unique, and foster an environment that promotes and celebrates both individual and collective achievement.
Service: We endeavor to offer unselfish service to others in a spirit of humility. This enables us to feel the happiness of connecting with our brothers and sisters and reminds us that God often allows us to be the answer to another’s prayer.
Joy: We possess an inherent joy, a gladness which is not dependent on our circumstances and our moods, nor our emotions or station in life. This joy is constant; it is from within us because we abide with God.
Course Description:
This course examines the foundations and fundamentals of inclusive educational programs and the challenges of their implementation within a collaborative environment. It also provides strategies for creating inclusive classrooms that support learning for all students and collaboration with colleagues.
Student Learning Outcomes:
At the completion of this course students will be able to:
1. Trace the history of special education and changing attitudes toward students with disabilities. (NJPTS 3,6,7 INTASC 1)
2. Describe assessment and measurement issues, methodologies and instruments affecting both the placement of, and programming for, exceptional children. (NJPTS 5,7 INTASC 8)
3. Explain the concept of least restrictive environment, mainstreaming, and inclusion and the current impact on the inclusion of students with disabilities in the General classroom. (NJPTS 6,7 INTASC 2,3,4,7)
4. Discuss program options for students with disabilities in the education system. (NJPTS 3,6 INTASC 1,2,37)
5. Discuss the legal aspects of the involvement of General educators in the IEP process and special education. (NJPTS 3, 4, 5, 6 INTASC 1)
6. Discuss a variety of instructional techniques, strategies, and content modifications frequently used with students who have disabilities and are placed in the general education classroom. (NJPTS 3,4,6, INTASC 1,2,3,4,5,7,9)
7. Discuss specific guidelines within the New Jersey Administrative Code. (NJPTS 3,6,7 INTASC 1)
8. Develop and discuss professional behavior and ethical practices. (NJPTS 3,10 INTASC 6,9,10)
9. Describe how collaboration impacts educational programming for students with disabilities. (NJPTS 9, 10 INTASC 6,8,9,10)
10. Identify curriculum approaches that promote inclusion of students in General education settings demonstrate knowledge of roles and perspectives of team members. (NJPTS 3,4,6,7 INTASC 2,3,4,7)
11. Enhancing collaboration and team functions with parents, educators, related service providers, and other agencies. (NJPTS 8, 9 INTASC 6,8,9,10)
12. Compare and contrast various team approaches and the trend toward collaboration and consultation. (NJPTS 7, 8, 9, 10 INTASC 1,2,3,5,6,7)
13. Identify parent and other stakeholders’ perspectives on inclusion, team approaches, and how to promote effective collaboration. (NJPTS 8,9,10 INTASC 6,8,9,10)
14. Describe general methods of classroom management to include environmental strategies, behavioral interventions, and issues related to organization of time, instruction, technology, and materials. (NJPTS 3,6,7 INTASC 1,2,3,4,5)
Course Content:
Foundation for Educating Students with Special Needs
Historical Overview
Current Inclusive Practices
Special Education Procedures and Services
The IEP
Building Relationships through Collaboration
Basics of Collaboration
Assessing Student Needs
Curriculum Based Assessments
Planning Instruction by Analyzing Classroom and Student Needs
INCLUDE Strategy
Organize the Inclusive classroom
Accommodations for Autistic Students
Students with Low Incidence Disabilities
Students with High Incidence Disabilities
Students with Special Needs other than Disabilities
Students protected by Section 504
Culturally Diverse
Differentiating Instruction
Teach Independent Learning Strategies in class
Evaluating Student Learning
Test Accommodations
Report Card Grading for Special Students
Performance Based Assessment
Positive Behavioral Interventions and Supports
Promote positive social interactions among all students
Develop and support Peer Tutoring
Use Cooperative Learning Strategies
Improve Social Skills
Course Requirements:
1. Participation, preparation and involvement in all discussions and instructional activities.
Students will be assigned a chapter to present in class. The presentations should include a brief overview of the chapter highlighting important details.
Due Date: Ongoing
2. Mid Term-Research Paper Identify one current area that impacts the inclusion of students in the general education class. This is not restricted to Special Education students however that is the main thrust of the course. Write a 5-8 page research paper developing the major components of the topic describing why it is important, the history of the topic, research conducted on the topic and list concluding recommendations for the successful integration of students in the general education class. Discussions regarding this paper will occur during class.
Read, review and cite articles and literature from current journals to address and/or support their concern(s) while discussing your thoughts and beliefs. Remember to type your paper and use APA format while citing the literature. YOU CAN NOT USE INTERNET SOURCES/SITES (i.e., the results of search engines for specific topics) for your literature review. You can, however, utilize online journal sites. Points will be deducted if internet sources are used. (Exceptions may be made at the instructor’s discretion).
Due Date:
3. Interview - a special or general education teacher that is involved in inclusionary activities. Discuss in confidence meeting the instructional needs of these students and how they feel about being in an inclusionary setting. What are some of the strengths and some of the weaknesses of the inclusion setting.
Use research from journals and books to back up what you have found. You CAN NOT USE INTERNET SOURCES/SITES (i.e., the results of search engines for specific topics) for your literature review. You can, however, utilize online journal sites. Points will be deducted if Internet sources are used. (Exceptions may be made at the instructor’s discretion.)
Mini discussions regarding this interview will occur during scheduled classes.
Due Date:
4. Movie/Book Review – Choose a book or movie which deals with a child or adolescent who has not been included. Write a written report and prepare an oral presentation. Incorporate the movie or book into a part of your oral presentation. Make sure to succinctly describe the situation for the audience.
Due Date:
5. Final Project – Your principal has told you that in 4 weeks you are going to have a child in your general education classroom with a disability. (You can use an actual child {with appropriate confidentiality}, or you can create a fictitious situation.
Since you will soon be a co-teacher, you need to show:
• What considerations should be made before the child arrives?
• What would you like to know about the child?
• Who would you want to talk with (or collaborate with - if this includes related services, indicate how you would like them to work with you [what services would they provide, how often, what sort of service delivery, etc.]).
• What accommodations (physical/social/etc.) would you need to make (if any) to meet IFSP or IEP goals?
• Would the classroom environment change?
• Would you alter your teaching (curriculum and/or teaching style)? If you would, why? If you wouldn't, why not?
• How will you handle communication among team members?
• How will you identify problems that need to be addressed in adapting an entire curriculum? What student factors will you consider? teacher factors? time factors?
• What types of adaptations do you need?
• What would you like to know about the child/ren? How do you involve the other children?
• What activities will you create?
• What behavior management system will you use?
You can present this with actual models, diagrams and charts, a PowerPoint presentation and actual classroom activities. More information will be discussed in class.
Due Date:
Course Evaluation:
A variety of techniques and strategies will be used to evaluate student learning and mastery of relevant concepts. Reading assignments will form the basis for classroom discussion. Active participation will be used as a means to assess completion of this task. In addition to active participation, students will also have various assignments. The lectures focus on selected concepts from the readings. Although we do not discuss all of the components of each chapter in class, each student is responsible for understanding all of the major concepts in each chapter. Therefore, test items can be derived from readings and lectures.
Evaluation Criteria for Active Participation
Professor’s assessment will be based on the following:
You will be asked to respond to questions
You will participate in large and small group discussions
You will share professional experiences that are germane to class topic discussions
You will initiate questions and concerns about mastery of class assignments and discussions
You will engage in dialogues with other students as part of class project presentations
You will be expected to submit all required assignments on time
Grades will be affected by late submissions
All written materials needs to be word-processed or submitted in typed format
Final Grade:
Participation, preparation, involvement in all class and TSD discussions 15%
Interview-posted online 15%
Research Paper 20%
Movie/Book Review OR
Technology Lesson Plan 15%
Final Project 20%
Mid-Term/Final 15%
Grading scale:
A 95 – 100 C- 70 - 72
A- 90 – 94 D 65 - 69
B+87 – 89 F Below 65
B 83 – 86 AF Below 65 – Attendance Failure
B- 80 – 82
C+77 – 79 WD Withdrawn
C 73 – 76 INC Incomplete grade
Grade Appeals: Please refer to the Felician College Student Handbook for grade appeal procedures, as well as the Honor Code Policy.
Required Text:
Friend, M., & Bursuck, W. (2014). Including Students with Special Needs: A Practical Guide for Classroom Teachers (7th ed.). Boston: Allyn & Bacon.
Suggested Text:
Pedersen, J. (2013). The Rise of the Millennial Parents: Parenting Yesterday and Today. J. R & L Publishing.
We will be using the following educational legal codes. (All information can be obtained on-line.)
a. New Jersey Administrative Code Title 6A Chapter 14 Special Education Current regulations of the Department of Special Education
b. New Jersey Core Curriculum Content Standards
Course Format:
Students will meet for a variety of experiences including discussion, lecture, and active participation. Varied issues will be covered as indicating by the attached calendar of events. Students will be expected to prepare themselves for class so that they can actively participate and thereby benefit fully from the experience.
Attendance:
Students are expected to attend all classes regularly and to be on time as an indication of professionalism and commitment to the field of education. Students who expect to be absent are expected to notify the instructor in advance and must make up the work and assignments missed. It is your responsibility to find out what occurred in class and to make up any assignments. Exchange phone numbers with someone in class so you can obtain missed assignments. Excessive absence will result in a lowered grade for the course. (Exceptions may be made at the instructor’s discretion.)
Honor Code:
Students are expected to comply with the tenets of the Felician College Honor Code and the college policies described in the Felician College Student Handbook and Catalogue.
All members of Felician College are charged with the responsibility of upholding academic integrity. This is of particular importance to education majors, as you will be holding the same expectations of your students in the near future.
Plagiarism:
Please note that plagiarism will not be tolerated. Any student who violates this policy will be notified in writing and immediately referred to the Honors Council.
Electronic Communication Devices:
No cell phones, or any other electronic communication devices are permitted to ring during class time. TEXTING DURING CLASS IS NOT PERMITTED. Put devices on “mute” and should you need to respond immediately, kindly do so in the hallway.
Calendar of Events:
This is a “Tentative Calendar of Events” this is subject to change and it is the responsibility of the student to attend class to be aware of all changes. Additional assignments may be added.
Class Topic Assignment Due
1 Introduction and Course Overview
Foundations for Educating Students with Special Needs Read Chapters 1
2 Foundations for Educating
Special Education Procedures Building Partnerships Read Chapter 2
New Jersey Administrative Code
Read Chapter 3
3 Assessing Student Needs/Classroom Needs
Planning Instruction Read Chapter 4
Read Chapter 5
Research Paper
4 Low Incidence
High Incidence Read Chapter 6
Read Chapter 7
Interview
5 Mid Term Project
Special Needs other than Disabilities Research Paper
Discussion
Read Chapter 8
6 Special Needs other than Disabilities Read Chapter 8
7 Differentiating Instruction Read Chapter 9
8 Evaluating Student Learning Read Chapter 11
Movie/ Book Review
Technology Lesson
9 Responding to Student Behavior Read Chapter 12
10 Final Project Presentations
Final Exam Final Project
Presentations
Please Note: Special Student Needs or Handicap Conditions:
Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor so that appropriate accommodations can be arranged. If you have a handicap (vision, hearing, etc.) or require other special consideration, please consult with the instructor. In some cases, college resources can be made available to assist you.
1. Presentation Rubric
CATEGORY 1 2 3 4
Preparedness Student does not seem at all prepared to present. There are minimal materials for display. The student is somewhat prepared, but it is clear that rehearsal was lacking. Materials for display are present but limited. Student seems adequately prepared but might have needed a couple more rehearsals. Materials for display are evident. Student is completely prepared and has obviously rehearsed. Materials for display are engaging and precise.
Content Does not seem to understand the topic very well. There is some information to support the points being made. Shows a good understanding of parts of the topic. The body of information supports the presentation. Shows a good understanding of the topic. The body of information is current and organized. Shows a full understanding of the topic. The body of information is current and substantive.
Stays on Topic It was hard to tell what the topic was. Stays on topic some (89%-75%) of the time. Stays on topic most (99-90%) of the time. Stays on topic all (100%) of the time.
Enthusiasm Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.
2. THREADED SCHOLARLY DISCOURSE RUBRIC
Quality participation in Threaded Scholarly Discourse, (TSD), enhances scholarship and distinguishes the virtual classroom from a correspondence course. Students are responsible for participating as required until the close of the assignment. Except where noted a Threaded Scholarly Discourse is worth 0 to 25 points based on the following rubrics. Postings after due dates will automatically drop 8 points each day from the due date
1 Point Each 2 Points Each 3 Points Each 4 Points Each 5 Points Each
Introduction Initial posting is cursory lacks focus or does not assignment directives Initial posting is adequate Initial posting is good and promotes engagement Initial posting is very good and promotes engagement Initial posting is excellent, focused, and promotes further exploration and discussion
Responses Unclear reasoning and analysis Some inaccuracies or flaws in analysis or reasoning during the TSD Good reasoning, and analysis throughout the TSD Very good reasoning and analysis throughout the TSD Excellent reasoning and analysis throughout the TSD
Support Ideas consist primarily of personal opinions and are not related to topic and lack scholarly quality Sources do not support ideas or are not correctly cited in text and/or reference Ideas are supported by non-scholarly sources though cited correctly in both text and reference list Ideas are supported by assigned readings which are cited correctly in both text and reference list Ideas are supported by at least one scholarly source including assigned reading. APA guidelines are strictly followed
Interaction
Quality of responses to others is irrelevant and/or curt. Does not meet requirement Quality of responses to others is simplistic but respectful. Does not meet requirement Quality of responses to others is adequate and respectful and meets requirement Quality of responses to others is very good, meaningful, respectful, and meets requirement Quality of responses to others is excellent, meaningful, and respectful and exceeds the minimum requirement
Style Postings are difficult to read with poor grammar and/or spelling Postings are disorganized with poor grammar or spelling Postings are organized but contain errors in grammar or spelling Postings offer very good organization and have few grammatical or spelling errors Postings have a real sense of style, are excellently organized, and have no grammar or spelling errors
Research Paper One page Outline
Please submit a one page outline of your proposed topic, include the relevance of the specific area of education you are researching and why this is important, history of the topic, areas you will explore either for or against, applicability in today’s educational system and lastly any insight the reader will gain from reading your paper. In addition, please supply 5 references you will use as the foundation for your paper.
Example
Topic: Inclusion of low incidence disabled students in full day general education programs using consultant teacher services for part or whole day support.
Relevance:
1. State and federal mandates restricting placements in special classes, separate schools and private schools where there is little or no interaction with same age general education peers.
2. Current Court decisions impacting LRE placements
3. National/ state reports of increased passing rates of disabled students in general education classes with in class support
History:
1. IDEA 1975, 1996 and 2004 specifications for LRE
2. Court decisions –Brown v. Board of Education of Topeka Kansas and the protection of specific classes of individuals such as disabled children
3. Federal and State directives through the Special Education department and policy papers
4. Current research on student’s performance in inclusive settings successful and unsuccessful applications
Insight:
The reader will have a better understanding of inclusion as a concept, its applicability and best practice that leads to improved performance.
References:
Five references
4. RESEARCH PAPER RUBIC
Student's Name:
Purpose and Focus
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• Establishes and maintains clear purpose and focus;
• Evidence of distinctive voice and/or appropriate tone
Comments:
Development of Ideas
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• Depth and complexity of ideas supported by rich, engaging and/or pertinent details;
• Evidence analysis, reflection and insight
Comments:
References
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• Use of references indicate substantial research
Comments:
Organization
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• Careful and/or suitable organization
Comments:
Sentence Structure
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• Variety of sentence structure and length
Comments:
Language
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• Precise and/or rich language
Comments:
Grammar and Formatting
Does Not Meet Expectations
1 -2
Meets Expectations
3 Exceeds
Expectations
4 Overall:
• No errors in grammar or format
Comments:
References & Citations
Does Not Meet Expectations
1 -2
Meets Expectations
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Felician College
Lodi, New Jersey
Rutherford Campus
Course Syllabus
ED 625 MS – Collaborative Teaching in the Inclusive Classroom (3 Credits)
Semester: Summer II 2017 Professor: Dr. James M. PedersenDay/Time/: Tu, Th 5:00-8:45 Room: Obal Hall, Room 308
Office Phone: 732-713-4508 Email: **jamesmpedersen1@gmail.com**
Office Hours: By appointment only
Site: **http://felician-specialeducation.wikispaces.com/**
College Mission
Felician College is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self-knowledge, service to others, and respect for all creation.
School of Education
Mission Statement
The School of Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative spirit, encouraging self-reflection, and emphasizing life-long learning.
The School of Education strives to prepare teachers who:
TEAC Claims
The faculty makes the following three claims about its graduates and shows how each aligns with the New Jersey Teaching Standards and TEAC’s Quality Principle1:
- 1. They have a foundation in the liberal arts; understand the central concepts, tools of inquiry, and structure of their subject area; and engage in life-long learning within their discipline(s).
- 2. They have acquired the pedagogical and technological skills to accommodate individual needs, differences in abilities, and learning styles of their students and engage in on-going mastery of the teaching/learning process.
- 3. Our graduates are caring, competent, compassionate and reflective educators who recognize and respect the dignity, diversity and abilities of all students.
Our Felician/Franciscan Core ValuesRespect for Human Dignity: We believe that every person is created by God; therefore, we respect the dignity of every person, regardless of race, religion, or socioeconomic status. We must demonstrate a reverence for and commitment to promoting and protecting the dignity of persons at all times.
Compassion: We display an empathetic consciousness of “other” by demonstrating an appreciation of the needs and circumstances of those with whom we share our world. We recognize and affirm the good works and accomplishments of others, and provide caring support to those in need of our help.
Transformation: We embrace the transformative process that encourages an open mind and heart, leading to continuous improvement of the person and ministry.
Solidarity with the Poor: We labor and collaborate to ensure that the needs of the poor and vulnerable are met through advocacy and action.
Justice and Peace: We strive to forge right relationships…to recreate a sustainable environment through responsible use of the resources entrusted to us…to promote the common good…all in pursuit of peace.
Reverence: We demonstrate at all times an attitude of deep respect, love, awe, and esteem for people and the world in which we live as co-creations of the same Heavenly Father.
Diversity: We recognize and appreciate the variety of characteristics that make individuals unique, and foster an environment that promotes and celebrates both individual and collective achievement.
Service: We endeavor to offer unselfish service to others in a spirit of humility. This enables us to feel the happiness of connecting with our brothers and sisters and reminds us that God often allows us to be the answer to another’s prayer.
Joy: We possess an inherent joy, a gladness which is not dependent on our circumstances and our moods, nor our emotions or station in life. This joy is constant; it is from within us because we abide with God.
Course Description:
This course examines the foundations and fundamentals of inclusive educational programs and the challenges of their implementation within a collaborative environment. It also provides strategies for creating inclusive classrooms that support learning for all students and collaboration with colleagues.
Student Learning Outcomes:
At the completion of this course students will be able to:
Course Content:
Foundation for Educating Students with Special Needs
Historical Overview
Current Inclusive Practices
Special Education Procedures and Services
The IEP
Building Relationships through Collaboration
Basics of Collaboration
Assessing Student Needs
Curriculum Based Assessments
Planning Instruction by Analyzing Classroom and Student Needs
INCLUDE Strategy
Organize the Inclusive classroom
Accommodations for Autistic Students
Students with Low Incidence Disabilities
Students with High Incidence Disabilities
Students with Special Needs other than Disabilities
Students protected by Section 504
Culturally Diverse
Differentiating Instruction
Teach Independent Learning Strategies in class
Evaluating Student Learning
Test Accommodations
Report Card Grading for Special Students
Performance Based Assessment
Positive Behavioral Interventions and Supports
Promote positive social interactions among all students
Develop and support Peer Tutoring
Use Cooperative Learning Strategies
Improve Social Skills
Course Requirements:
- Participation, preparation and involvement in all discussions and instructional activities.
Students will be assigned a chapter to present in class. The presentations should include a brief overview of the chapter highlighting important details.Due Date: Ongoing
Read, review and cite articles and literature from current journals to address and/or support their concern(s) while discussing your thoughts and beliefs. Remember to type your paper and use APA format while citing the literature. YOU CAN NOT USE INTERNET SOURCES/SITES (i.e., the results of search engines for specific topics) for your literature review. You can, however, utilize online journal sites. Points will be deducted if internet sources are used. (Exceptions may be made at the instructor’s discretion).
Due Date:
- Interview - a special or general education teacher that is involved in inclusionary activities. Discuss in confidence meeting the instructional needs of these students and how they feel about being in an inclusionary setting. What are some of the strengths and some of the weaknesses of the inclusion setting.
Use research from journals and books to back up what you have found. You CAN NOT USE INTERNET SOURCES/SITES (i.e., the results of search engines for specific topics) for your literature review. You can, however, utilize online journal sites. Points will be deducted if Internet sources are used. (Exceptions may be made at the instructor’s discretion.)Mini discussions regarding this interview will occur during scheduled classes.
Due Date:
- Movie/Book Review – Choose a book or movie which deals with a child or adolescent who has not been included. Write a written report and prepare an oral presentation. Incorporate the movie or book into a part of your oral presentation. Make sure to succinctly describe the situation for the audience.
Due Date:- 5. Final Project –Your principal has told you that in 4 weeks you are going to have a child in your general education classroom with a disability. (You can use an actual child {with appropriate confidentiality}, or you can create a fictitious situation.
Since you will soon be a co-teacher, you need to show:- What considerations should be made before the child arrives?
- What would you like to know about the child?
- Who would you want to talk with (or collaborate with - if this includes related services, indicate how you would like them to work with you [what services would they provide, how often, what sort of service delivery, etc.]).
- What accommodations (physical/social/etc.) would you need to make (if any) to meet IFSP or IEP goals?
- Would the classroom environment change?
- Would you alter your teaching (curriculum and/or teaching style)? If you would, why? If you wouldn't, why not?
- How will you handle communication among team members?
- How will you identify problems that need to be addressed in adapting an entire curriculum? What student factors will you consider? teacher factors? time factors?
- What types of adaptations do you need?
- What would you like to know about the child/ren? How do you involve the other children?
- What activities will you create?
- What behavior management system will you use?
You can present this with actual models, diagrams and charts, a PowerPoint presentation and actual classroom activities. More information will be discussed in class.Due Date:
Course Evaluation:
A variety of techniques and strategies will be used to evaluate student learning and mastery of relevant concepts. Reading assignments will form the basis for classroom discussion. Active participation will be used as a means to assess completion of this task. In addition to active participation, students will also have various assignments. The lectures focus on selected concepts from the readings. Although we do not discuss all of the components of each chapter in class, each student is responsible for understanding all of the major concepts in each chapter. Therefore, test items can be derived from readings and lectures.
Evaluation Criteria for Active Participation
Professor’s assessment will be based on the following:
ü You will be asked to respond to questions
ü You will participate in large and small group discussions
ü You will share professional experiences that are germane to class topic discussions
ü You will initiate questions and concerns about mastery of class assignments and discussions
ü You will engage in dialogues with other students as part of class project presentations
ü You will be expected to submit all required assignments on time
ü Grades will be affected by late submissions
ü All written materials needs to be word-processed or submitted in typed format
Final Grade:
Participation, preparation, involvement in all class and TSD discussions 15%
Interview-posted online 15%
Research Paper 20%
Movie/Book Review OR
Technology Lesson Plan 15%
Final Project 20%
Mid-Term/Final 15%
Grading scale:
A 95 – 100 C- 70 - 72
A- 90 – 94 D 65 - 69
B+87 – 89 F Below 65
B 83 – 86 AF Below 65 – Attendance Failure
B- 80 – 82
C+77 – 79 WD Withdrawn
C 73 – 76 INC Incomplete grade
Grade Appeals: Please refer to the Felician College Student Handbook for grade appeal procedures, as well as the Honor Code Policy.
Required Text:
Friend, M., & Bursuck, W. (2014). Including Students with Special Needs: A Practical Guide for Classroom Teachers (7th ed.). Boston: Allyn & Bacon.
Suggested Text:
Pedersen, J. (2013). The Rise of the Millennial Parents: Parenting Yesterday and Today. J. R & L Publishing.
We will be using the following educational legal codes. (All information can be obtained on-line.)
Course Format:
Students will meet for a variety of experiences including discussion, lecture, and active participation. Varied issues will be covered as indicating by the attached calendar of events. Students will be expected to prepare themselves for class so that they can actively participate and thereby benefit fully from the experience.
Attendance:
Students are expected to attend all classes regularly and to be on time as an indication of professionalism and commitment to the field of education. Students who expect to be absent are expected to notify the instructor in advance and must make up the work and assignments missed. It is your responsibility to find out what occurred in class and to make up any assignments. Exchange phone numbers with someone in class so you can obtain missed assignments. Excessive absence will result in a lowered grade for the course. (Exceptions may be made at the instructor’s discretion.)
Honor Code:
Students are expected to comply with the tenets of the Felician College Honor Code and the college policies described in the Felician College Student Handbook and Catalogue.
All members of Felician College are charged with the responsibility of upholding academic integrity. This is of particular importance to education majors, as you will be holding the same expectations of your students in the near future.
Plagiarism:
Please note that plagiarism will not be tolerated. Any student who violates this policy will be notified in writing and immediately referred to the Honors Council.
Electronic Communication Devices:
No cell phones, or any other electronic communication devices are permitted to ring during class time. TEXTING DURING CLASS IS NOT PERMITTED. Put devices on “mute” and should you need to respond immediately, kindly do so in the hallway.
Calendar of Events:
This is a “Tentative Calendar of Events” this is subject to change and it is the responsibility of the student to attend class to be aware of all changes. Additional assignments may be added.
Foundations for Educating Students with Special Needs
Special Education Procedures Building Partnerships
New Jersey Administrative Code
Read Chapter 3
Planning Instruction
Read Chapter 5
Research Paper
High Incidence
Read Chapter 7
Interview
Special Needs other than Disabilities
Discussion
Read Chapter 8
Movie/ Book Review
Technology Lesson
Final Exam
Presentations
Please Note: Special Student Needs or Handicap Conditions:
Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor so that appropriate accommodations can be arranged. If you have a handicap (vision, hearing, etc.) or require other special consideration, please consult with the instructor. In some cases, college resources can be made available to assist you.
1. Presentation Rubric
- 2. THREADED SCHOLARLY DISCOURSE RUBRIC
Quality participation in Threaded Scholarly Discourse, (TSD), enhances scholarship and distinguishes the virtual classroom from a correspondence course. Students are responsible for participating as required until the close of the assignment. Except where noted a Threaded Scholarly Discourse is worth 0 to 25 points based on the following rubrics. Postings after due dates will automatically drop 8 points each day from the due date|| || 1 Point Each
|| Interaction
Research Paper One page Outline
Please submit a one page outline of your proposed topic, include the relevance of the specific area of education you are researching and why this is important, history of the topic, areas you will explore either for or against, applicability in today’s educational system and lastly any insight the reader will gain from reading your paper. In addition, please supply 5 references you will use as the foundation for your paper.
Example
Topic: Inclusion of low incidence disabled students in full day general education programs using consultant teacher services for part or whole day support.
Relevance:
- 1. State and federal mandates restricting placements in special classes, separate schools and private schools where there is little or no interaction with same age general education peers.
- 2. Current Court decisions impacting LRE placements
- 3. National/ state reports of increased passing rates of disabled students in general education classes with in class support
History:Insight:
The reader will have a better understanding of inclusion as a concept, its applicability and best practice that leads to improved performance.
References:
Five references
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